• Journal for History of Mathematics
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• v.31 no.5
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• pp.223-234
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• 2018

Ancient Chinese mathematics education has a long history of more than 3,000 years, and many excellent mathematicians have been fostered. However, the systematic framework for teaching mathematics should be considered to be started from the Zhou Dynasty. In this paper, we examined the educational goals, trainees(learners), providers(educators), and contents in mathematics education in the ancient Chinese Zhou Han Dynasty, Tang Dynasty and Song Dynasty.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.1013-1026
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• 2012

The 2007 revised social studies curriculum emphasizes history education in particular. Thus the contents of the history section previously scattered through 3rd, 4th, 5th and 6th grades are now integrated into the first and second semesters of the 5th grade in elementary social studies. Therefore, this research intend to gain insights that could be used as a reference when making next social textbooks by analyzing social textbooks of the 7th and the 2007 revised curriculum. The conclusions of comparative analysis on social textbooks of the 7th and the 2007 revised curriculum are as follows: The textbook units according to the 2007 revised curriculum were a reorganization of the contents from the 7th's 6th grade 1st semester contents per unit in a chronological flow. Meanwhile, the topic was introduced to supplement historic contents afresh. The 2007 revised curriculum focused on the life history, cultural history, personal history.

• Journal of the Korean Society of Costume
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• v.5
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• pp.237-246
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• 1981

This is a report of author's stay in the U.S. as an exchange scholar. During her stay from Dec. 1979 to Dec. 1980, she participated in costume studies at Pratt Institute, New York City and looked into materials of North Asian historical costumes. The author notes that the curriculum of costume studies in the U.S. place weight upon costume history, e.g., the master's program in costume studies of New York University requires 18 points in history courses out of 54 points required for the degree. The author also notes the leading role of the Costume Institute, the Metropolitan Museum of Arts in performing research works for the studies. As to the study of North Asian costumes, the author's work in the U.S. has been somewhat disappointing. She points out difficulties for a Korean researcher to access to basic materials which are scarce outside of China and Russia. She asserts, however, the comprehension of the history of North Asian costumes as a whole is essential to understand the characteristics of ancient Korean costumes. The author insists the costume history courses in Korean colleges are not appropriate as a apart of costume studies. Noting the costume education in the U.S. clearly aims at the training of costume professions, the author proposes the objective of costume education in Korea be redefined, and the teaching of "History of Korean Costumes" be reconstituted as to be suitable for it.

• Research in Mathematical Education
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• v.20 no.1
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• pp.39-49
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• 2016

The History of Mathematics (HOM) was integrated in teaching the Cartesian Coordinate Plane (CCP) to Grade Seven learners of Moonwalk National High School using Lesson Study. After the lesson was taught, there were three valuable issues emerged: (1) HOM is a Springboard and/or a Medium of Motivation in Teaching CCP; (2) The History of CCP Opened a Wider Perspective about Its Real-life Application in the Modern World (3) Integration of History Developed a Sense of Purpose and an Appreciation of Mathematics Among Learners. Feedbacks solicited from the learners showed that they have understanding of the importance of studying Mathematics after they learned the life and contributions of Rene Descartes to Mathematics. Hence, integration of history plays a vital role in developing positive attitudes among learners towards Math.

• The Journal of Korean Medical History
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• v.20 no.2
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• pp.70-80
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• 2007

"Susehyunseo" is an unpublished writing of Kimyounghun, a Korean doctor who was active in the Japanese occupation era. This book reveals the details about the traditional medical education of his time rather than his medical opinion because he had written it as a student to check his own medical system. Many representative TKM texts such as "Donguibogam", "Yixueruwen", and "Bangyakhappyun" are mentioned, but many medical documents that are lost now are also mentioned, making it a useful document in understanding the medical education circumstances of those times.

• Research in Mathematical Education
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• v.17 no.1
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• pp.63-78
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• 2013

Trigonometric ratios are difficult concepts to teach and learn in middle school. One of the reasons is that the mathematical terms (sine, cosine, tangent) don't convey the idea literally. This paper deals with the understanding of a concept from the learner's standpoint, and searches the orientation of teaching that make students to have full understanding of trigonometric ratios. Such full understanding contains at least five constructs as follows: skill-algorithm, property-proof, use-application, representation-metaphor, history-culture understanding [Usiskin, Z. (2012). What does it mean to understand some mathematics? In: Proceedings of ICME12, COEX, Seoul Korea; July 8-15,2012 (pp. 502-521). Seoul, Korea: ICME-12]. Despite multi-aspects of understanding, especially, the history-culture aspect is not yet a part of the mathematics class on the trigonometric ratios. In this respect this study investigated the effect of history approach on students' understanding when the history approach focused on the mathematical terms is used to teach the concept of trigonometric ratios in Grade 9 mathematics class. As results, the experimental group obtained help in more full understanding on the trigonometric ratios through such teaching than the control group. This implies that the historical derivation of mathematical terms as well as the context of mathematical concepts should be dealt in the math class for the more full understanding of some mathematical concepts.

• Journal for History of Mathematics
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• v.25 no.4
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• pp.83-99
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• 2012

The conic sections are defined as algebraic expressions using the focus and the directrix in the high school curriculum. However it is difficult that students understand the conic sections without environment which they can manipulate the conic sections. To make up for this weak point, we have found the evidence for generating method of a conic section through a sundial and investigated the history of terms 'focus', 'directrix' and the tool of drawing them continuously.

• The Journal of Korean Medical History
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• v.31 no.2
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• pp.83-90
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• 2018

This study tries to review the possibility of combination between PBL (Problem Based Learning) and Eui'an (醫案). Recently in the field of Korean Medicine, people have been raising issues related to education of Korean Medicine. The point of issue is 'competence centered education of Korean Medicine' which has set the goal of education of Korean Medicine. To achieve the goal, PBL is considered as a very useful tool. But it is considered that there are limitations to direct application of PBL to Korean Medicine. This study aims to lay out the specific reason for the limitations and to search for solutions to overcome the limitations when applying PBL to Korean Medicine. This study suggests that the combination between PBL and Eui'an might be a sound solution to the aforementioned problem.

• Journal of the Korean earth science society
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• v.26 no.5
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• pp.376-386
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• 2005

This study investigated to describe how the nature of science is revealed in the four natural history museums in Korea. Natural history museums are well considered as informal settings of education, and the nature of science has been one of major topics stressed in science education. Therefore, the revelation of this topic is supposedly reflected in developing museum exhibitions. In each of the four target natural history museum or natural history exhibition, the representative exhibits subtitled by scientific inquiry and cases dealing with history of science were selected for the study. The analyzing exhibits focused on whether exhibitions were labeled with emphasis on declarative description or interpretative one. In analyzing the contents, the focus was on the concerns of scientists, scientific community, social and cultural aspects, uncertainty of scientific knowledge, and providing sufficient evidences. All things considered, it was hard to conclude that every target exhibit clearly considered the nature of science as an essential element, in designing and developing their exhibitions. More deliberate input of nature of science is suggested for worldly renowned natural history museums, because previous researches keep insisting that the nature of science would be more efficiently achieved in an informal educational setting rather than in classrooms.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.499-510
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• 2019

History and philosophy of science has been consistently emphasized in science education for various purposes. In accordance with the introduction of the 2015 revised curriculum, history of science could be implemented for the curriculum; designing well-organized learning strategies is required. This study examines the case of undergraduate students who solved the convergence problem based on history and philosophy of science in the problem-based learning program. In particular, this study tries to find strategies for integrated education by comparing the problem structuring process and the meaning of problem solving experience of science/engineering and humanities/social sciences students. Participants were three students majoring in science/engineering and humanities/social sciences. Participants constructed and solved their own convergence problems by integrating the domains that were familiar to them into history and philosophy of science. While the process of structuring the problems and the use of history and philosophy of science were similar, there were differences between the science/engineering and humanities/social sciences students' point of view on history and philosophy of science and the other domain which they choose. Moreover, there were differences between the two group's meanings of problem solving experience. Finally, based on the results of this study, history and philosophy in science provided some implications in the context of science education and integrated education.